tqm assignmnet final

8/8/2019 TQM Assignmnet Final

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TOTAL QUALITY MANAGEMENTASSIGNMENT

Kenneth W. Monfort College of Business

ALYSIA RODRICKS

KAVITHA SHARMA

NISHA AGARWAL

SAVIO CJ

02-09-10 SAJITH S NAIR


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The University of Northern Colorados (UNC) College of Business was established in 1968 as an

autonomous, degree-recommending unit, with a primary mission to provide graduate and

undergraduate business education. By 1984, the Colleges 50-person faculty was serving more

than 2,000 students enrolled in a wide range of undergraduate, masters, and doctoral degree

programs. The Kenneth W. Monfort College of Business at the University of Northern Colorado

is recognized for delivering excellence in business education. It is the first and only business

program to receive the Malcolm Baldrige National Quality Award from the Office of the

President of the United States (2004). The college is accredited by AACSB International in both

business and accounting - the "gold standard" for accreditation. Over seven successive years

Monfort's graduating seniors have scored in the top 5 to 10 percent on nationwide standardized

exit exams. Students earn a degree in Business Administration with emphasis options in

accounting, computer information systems, finance, general business, management, or

marketing.

MISSION

Our mission is to deliver excellent business programs and related learning opportunities that

prepare individuals for successful careers and responsible leadership in business and society.

VISION

Our vision is to be a premier business education provider that inspires and enhances individual,organizational, and societal journeys to performance excellence.

CORE VALUES

Excellence - Rigor, Innovation, Continuous Improvement

Accountability - Responsibility, Stewardship, Commitment

Integrity - Ethics, Honesty, Courage

Opportunity - Knowledge, Diversity, Leadership

Community - Citizenship, Society, ServiceLEADERSHIP AND BENCHMARKING AT MCB

The leadership system is built around a framework of systematic decision making,

organizational collaboration, and uniform commitment to mission that adheres to a student-


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centred process framework, beginning with student recruits and ending with graduates

entering the workforce.

SENIOR LEADERSHIP DIRECTION

The senior leaders of MCB include the dean, associate and assistant deans, and

Administrative Council (ADMC).

MCBs values represent commitments by senior leaders to create stakeholder value for

targeting financial resources to build a high-quality business education program, and to

be unique by comparison to its competition. Commitments include:

1. All resources devoted to delivering a high-quality, focused, undergraduate-only

business program;

2. A commitment to provide value to students by offering a high-quality business

education at a competitive price;

3. Well-designed curriculum policies and facilities which limit class sizes and promote

interaction among professors, students, and the business community;

4. An assurance that MCBs faculty will be comprised of individuals who are either

academically-qualified(i.e. doctorate in area of teaching) orprofessionally qualified

(i.e., significant business experience at senior level and current at time of hire), with

no graduate students teaching in the College.

5. A unique focus on the use of nationally-known executives (1-3 year appointments

to maintain classroom currency) who teach as resident faculty, complementing the

educational experience provided by the Colleges traditional academic faculty

6. Deployed technologies that extend well beyond the traditional computer labs of

peer institutions and

7. Offerstudents industry-patterned facilities in which to learn. The strategy ofhigh-touch, wide-tech, and professional depth represents the culture of

MCB and defines the core elements which differentiate MCB from its competitors.


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The College leadership emphasis on high-touch includes consistently-implemented and

well-reasoned limits on class sizes encouraging student/professor interaction and

facilitating hands-on learning opportunities not practical in mass learning environments.

Smaller class sizes are designed to facilitate faculty-student interaction in the classroom.

No mass sections are permitted to ensure this interaction occurs across the entire

curriculum. Smaller class sizes also allow for experiential, hands-on learning techniques

to be employed and are designed to increase active learning levels within the student

population. Each professor maintains student office hours to increase student access.

Wide- tech refers to the commitment of MCB leadership to provide students, faculty,

and staff, with a wide array of business technologies and to offer a technologically-rich,

current learning environment designed to prepare students for a variety of careers inbusiness.

Professional depth is reflected, in part, through an examination of MCBs portfolio of

teaching faculty. At least 90 percent of the Colleges faculty hold a terminal degree in

discipline or held senior leadership positions in industry at the time of hire (e.g., Fortune

500 CEOs and VPs). This second group, executive professors, adds a unique dimension

to MCBs academic offerings.

MCB values professional business experience as a selection trait for its instructors. TheCollege also utilizes an innovative executive professor program to strengthen classroom

currency and ties with the employment community for graduates.

CUSTOMER SATISFACTION

Customer satisfaction is generally understood as the sense of satisfaction that a consumer

feels when comparing his preliminary expectations with the actual quality of the acquiredproduct. The quality of services is extremely difficult to assess, because services are

intangible and heterogeneous. It is not feasible to develop well-defined quality standards

that will allow the manufacturer to exercise full control and reject unsuitable services before

they are sold to the consumer.


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Kenneth W. Monfort College of Business increased student performance on standardized

business school tests by 34 percent from 1994 to 2004. Student performance has

consistently been well above the national average, and in 2003-2004 reached the top 10-

percent level. The college adopted a mission of high quality in 1984 and focuses on providing

small class sizes, technology integration and high-quality instruction from industry experts.

For the past several years, Kenneth W. Monfort College of Business has scored in the top 1

percent for overall student satisfaction and has been above the 90th percentile nationally for

academic rigor. Faculty play an integral role in student satisfaction and align themselves

closely with the colleges undergraduate only approach. Maximizing interaction between

faculty and students by maintaining small class sizes (average: 30 students) and emphasizing

hands-on learning, experimentation, and innovation. Careful attention is paid to increasing

student access to professors and insisting classroom instruction is conducted by qualified

faculty members, MCBs emphasis on the professional qualifications of its instructors. At least

90 percent of the faculty hold doctoral degrees in their disciplines or have served as senior

business leaders in industry.

CONTINUOUS PROCESS IMPROVEMENT

MCB continually evaluates its performance and incorporates those evaluations into its short-

and long-term planning cycles. The process includes use of Key Performance Indicators (KPIs),

survey data from EBI (Educational Benchmarking, Inc.) , and test results from ETS which

measure achievement, satisfaction, and quality in areas ranging from recruitment, to

curriculum, technology, financial resources, program reputation, and faculty and student

performance. Each measurement tool is integrated into a Baldrige-based system of

continuous improvement. Many institutions have made strategic commitments to continuousimprovement through participation in the Baldrige program. MCBs instructors, staff, and

students have a strong voice in planning and are relied upon to help continually improve the

colleges programs. An ongoing evaluation regimen enables the college to identify and

respond to challenges quickly.


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HIGHLIGHTS

Student performance on MCB on nationally accredited exit exams consistently has

been well above the national mean and in 2003-2004 reached the top 10 percent

level and this was the same year in which they were awarded with the national

quality award.

In a 2004 survey by educational benchmarking Inc., MCB ranked in the top10 percent

nationally on 10 on 16 students satisfaction measures.

More than 90 percent of the organizations employing MCBs students rated the

program as either good or excellent.

HR PRACTICES

Faculty and Staff Focus

MCBs faculty and staff have fully-embraced the mission of excellence in undergraduate

business education. The majority of current faculty selected MCB as a place to build their

careers, based on this mission orientation.

WORK SYSTEMS

Organization and Management of Work:

Empowered, data-driven departments manage the Colleges emphasis areas, while cross-

functional committees manage the Colleges processes.

MCBs work systems include an organizational structure, new employee recruitment and

orientation, professional development, performance evaluation, compensation, and

recognition for superior achievementwith each tying back to mission.

The management control system illustrates how the PDCA process is used by the dean,

governance structure, departments and faculty to organize and manage work.


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1. Promotion and tenure guidelines.

2. Student advising tools and procedures.

3. Technology support systems for both students and faculty.

4. College history.

5. Strategic planning.

6. Curriculum development processes.

7. Student admission, continuation, and graduation requirements.

MCB utilizes mechanisms to seek and use faculty, staff, educational community, student,

alumni, and employer input on faculty and staff training needs. Faculty, staff, and department

chairs all provide input regarding education and training needs. Education and training are

delivered through a variety of methods. Faculties also learn through their attendance at

professional conferences and seminars. Staffs use their technology training in the

performance of their duties and assist faculty with technology tasks within that staff persons

expertise. The effectiveness of education and training is evaluated formally and informally.

Formally, the annual and comprehensive performance evaluation processes are used for

faculty.

Motivation and career development:

Faculty and staff are motivated to develop and utilize their full potential through systems of

rewards and recognition. Merit pay, professional development funds, recognition in the MCB

newsletters, and awards offer incentive to faculty and staff to achieve their potential.

Faculty and Staff Support and Satisfaction:

MCB determines the key factors that affect faculty and staff well-being, satisfaction, and

motivation through a variety of methods. MCBs annual participation in the national EBI

Faculty Satisfaction Survey provides administrators with faculty data segmented by academic


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area and rank. Utilization of this feedback tool has provided valuable information in key

areas. Faculty and staff are supported through a variety of services, benefits, and policies.

CONCLUSION:

By implementing the best practices in the field of Quality, Quality Certifications,

Benchmarking their Institute with other good universities, great leadership programs for

students and faculty, following customer satisfaction, Continuous improvement in the

processes, great HR Practices, the business school has reached the heights it aimed to once

reach.

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